● Republic of the Philippines

DEPARTMENT OF EDUCATION
Meralco Avenue, Pasig City
_____________________________________________________________________________________

IMPLEMENTING GUIDELINES FOR THE SCHOOL HEADS

DEVELOPMENT PROGRAM (SHDP)
I. Rationale
Article XIV, Section 5 (4) of the 1987 Philippine Constitution mandates the
State to “enhance the right of teachers to professional advancement.”
Inherent to this mandate is to develop potential teachers become school
leaders. With Republic Act (RA) 9155, otherwise known as the Governance
of Basic Education Act of 2001, stipulates that “School Head shall be an
instructional leader and administrative manager”. Further, it states that
“School Heads shall have authority, accountability, and responsibility for
implementing the school curriculum and being accountable for higher
learning outcomes”. To achieve this end, it is specified in RA 10533,
otherwise known as the Enhanced Basic Education Act of 2013, that
“instructional leaders shall undergo workshops and trainings to enhance
their skills on their role as academic, administrative and community leader”.

The Department of Education (DepEd) through the National Educators

Academy of the Philippines (NEAP) and the Human Resource Development
Division (HRDD) of the Regional Offices, shall conduct the School Heads
Development Program (SHDP). The SHDP is aligned to the issuance of the
integrated Learning and Development (L&D) System, the NEAP
Transformation, and the new Philippine Professional Standards for School
Heads (PPSSHs), thereby supporting the career progression programs for
school heads in achieving the indicators under the five domains: Leading
Strategically; Managing School Operations and Resources; Focusing
Teaching and Learning; Developing Self and Others; and Building
Connections.

The School Head Development Program (SHDP) is intended to develop

(and enhance) the competencies of School Heads along educational
leadership and management that would enable them to lead and manage K
to 12 schools in the 21st century.
II. Framework

● The SHDP framework is adopted from

the Philippine Professional Standards for
School Heads (PPSSHs)which is
anchored on the principle of lifelong
learning, the set of professional
standards for School Heads recognizes
the significance of a standards
framework that articulates their
developmental progression.
The framework captures the learning and
development of the SHs through SHDP Foundation
and Advanced Courses within the five domains of
the PPSSHs.
(Improve the framework as to the color of each layer for distinction or
emphasis and include Courses 1 & 2)

Suggestion 1:

(The principal may have a white background instead of red)

(Change the blue color of People Effectiveness to red)

(Change the blue color of the jigsaw puzzle pieces corresponding to

Domains 3,4, and 5 to red that is lighter than the red color of People
Effectiveness)

Suggestion 2:

(The blue color of the outermost circle may be changed to red, and the
font color of the text may be changed to black. The rest of the
framework remains as they are.)

III. Program Objectives

A. Terminal Objective:

Developed School Heads with the competencies required in

the Philippine Professional Standards for School Heads (PPSSHs)
toward effective leadership and management of people and
 schools in order to produce life-long learners. (Life-long learners
equipped with 21st Century Skills and imbued with desirable
values.)

B. Enabling Objectives:

1. Exhibit/Display/Manifest (Manifest) the desired leadership and

management competencies of the School Heads as stipulated
in the Philippine Professional Standards for School Heads
(PPSSHs) towards the development of life-long learners.

2. Recognize the importance of the School Heads’ role in leading

and managing people and schools effectively towards the
evolution (development) of life-long learners.

3. Craft Design learner-focused and innovative school need-based

Workplace Application Projects (WAP) as an offshoot, (a
requirement) of the School Heads Development Program
(SHDP).

I. IMPLEMENTATION PHASES

1. PRE-IMPLEMENTATION PHASE
A. SHDP Participants

1. The participants of this activity should meet any of the

following:

a. Course 1 (Foundation Course)

● Principal’s Test Passers without Foundation Course training

● Head Teacher
● Teacher III for at least 5 years
● Teacher-in-Charge (TIC) for at least one year duly
designated by the SDS
● Master Teacher for at least two (2) years
● Senior Education Program Specialist / Education Program
Specialist for at least one (1) year
● Public school teacher with at least three (3) years
teaching experience in DepEd and with at least three
 years managerial and supervisory experience in a DepEd
recognized private owned institution or CHED-recognized
higher education institution (HEIs) (Deans, Principals,
Department Chair/Head, teachers handling managerial
tasks)

b. Course 2 (Advanced Course)

● All completers of SHDP Course 1.

All participants must:

● be duly endorsed by the Schools Division Superintendent
(SDS)
 ● be recommended by SHs/PSDS (for T-3 and MT) and
duly endorsed by the Schools Division Superintendent
(SDS
● have at least Very Satisfactory (VS) performance rating
for the last two consecutive rating periods
● submit a Medical Clearance signed by the medical
officer or any government physician indicating that
applicant is fit to undergo the training program; and
● submit a Letter of Intent and commitment
stating his/her objectivesin participating in the
program.

B. Regional Executive Committee and Program Management

Team (PMT)

1. Structure
 1.B.
STRUCTURE:

HRDD Chief

HRDD/HRDS Personnel

Division Level SHDP Executive Committee

a. Chairperson (SDS)
b. Program Manager (ASDS)
c. Training Manager (HRDS)
d. QATAME (SEPS M&E to include ITO)
e. Finance (Accountant/Budget)
f. Secretariat at least two members (HRDS EPS & HRMO)
g. WAP review committee

2. Terms of Reference

In the conduct of the SHDP, the HRDD of the Regional

Office, with the guidance of NEAP-CO, shall be in-charge of
the program management and delivery. The Terms of
Reference of the PMT are as follows:
a. NEAP Central Office - The NEAP CO shall serve as
consultant and provide technical assistance, when
needed.

b. Executive Committee (EXECOM) - The Executive

Committee shall be composed of the Regional
Director (RD) and the Assistant Regional Director
(ARD). They shall provide guidance and overall
direction to the training program and oversee the
SHDP implementation.

c. Program Manager (PM) - The Program Manager

shall be the HRDD Chief who manages the conduct
of the SHDP courses.

d. Learning Managers (LMs) - The Learning

Manager shall be the HRDD-Education Program
Supervisor or Specialist who serves as the SHDP
Focal Person. The LM organizes committees for the
rollout and ensures the completeness and
functionality of the PMT members in a class.

e. Class Managers (CMs) – The Class Manager shall

be the HRDD-EPS II/HRDS-SEPS/ Division
EPS/PSDS / SH Completers of SHDP courses. The
CM shall facilitate in the daily checking of
attendance, manage the opening and closing
programs and Management of Learning (MOL),
administer pre and post tests for competency
assessment, participate in the
 conduct of debriefing sessions, and collect
class outputs.

f. Finance Officer (FO) – The Finance Officer shall

be the Chief of the RO Finance Division who
oversees the efficient allocation and utilization of
funds.

g. QATAME Associates - The QATAME Associates

shall be composed of the EPS-Quality Assurance
Division (QAD) and the trained Division School
Management, Monitoring & Evaluation (SMME)
personnel. They shall prepare the online/offline
evaluation and conduct the Process Observation
Analysis (POA), do daily onsite evaluation, and
report quality assurance, monitoring and
evaluation of sessions. In addition, they shall lead
the daily debriefing sessions with the LFs and
members of the PMT.

h. Welfare Officers (WOs) - The Welfare Officers

shall be the medical personnel from the RO/SDOs.
The WOs shall monitor the health and wellness of
the participants.

i. Logistics Officer (LO) - The Logistics Officer shall

be from HRDD and serves as support staff in the
program to ensure the completeness of training
forms and materials. Learning Resource Packages
shall be secured and not given to the participants
consistent with the Intellectual Property Rights Law.

j. Learning Facilitators (LFs) - The Learning

Facilitators shall be from the NEAP pool of LFs and/
or Subject Matter Experts (SMEs). LFs ensure the
quality delivery of the sessions following the
prepared session guides and attend debriefing
sessions with the PMT. LFs are also considered
Resource Speakers /Persons and shall receive
certificate of Recognition for merit purposes.
 The Learning Facilitators may invite anyone of the
following:

a. RDs/ARDs
b. SDSs/ASDSs
c. Regional Chiefs/CID/SGOD Chiefs
d. Region/Division EPSs, EPS II, SEPSs, PSDS
e. NEAP Pool of Learning Facilitators
f. Subject Matter Experts

k. Documenters/Secretariat –
The
Documenters/Secretariat shall be from the
HRDD/HRDS. The documenter/secretariat prepares
and printing of daily attendance sheets, programs,
certificates of appearance, participation,
recognition, and completion. They shall document
proceedings and prepares the activity completion
report.

l. Division SHDP committee monitors, evaluates, and approves the

proposed WAP of the school heads who completed the
program.

C. Division-Level Orientation for All Course Participants

A Division-level orientation of participants shall be

facilitated by the SGOD-HRDS to discuss:
a. Entry Requirements (including Online Registration)
b. Course Requirements
i. Concept Paper
⮚ The Concept Paper, based on the identified PIA in the
E- SIP, must be prepared by each participant.
ii. Workplace Application Project (WAP)
⮚ The WAP shall be prepared during Module 2 and to be
submitted as a requirement to merit a Certificate of
Completion.
 iii. Contract of Commitment (COC)
⮚ A participant shall sign the Contract of Commitment
to ensure participation and completion of the course
and the implementation of the Application Project
(See Enclosure No. ).
3. Class Size and Composition

In accordance with NEAP training standards, a

maximum of 50 participants per class but not less than 20
shall be observed. To ensure efficiency of the training, each
class shall have four (4) Learning Facilitators, one (1) Class
Manager, one (1) QATAME Associate, and one (1)
Documenter/Secretariat with advance ICT knowledge. There
shall be at least two (2) Welfare Officers available in the
training venue during the training.
 2. IMPLEMENTATION PHASE
The SHDP shall be implemented by observing the following norms:

A. Preliminary Activities
1. Program Management Team shall:
⮚ be at the venue on Day 0 to prepare the training deliverables
⮚ manage the settling of all participants
⮚ manage the Opening Program on Day 0
⮚ discuss the house rules and training expectations and
guidelines
⮚ check with the hotel management for accommodation of the
participants with food restrictions based on the online
registration
⮚ provide modality e.g. face to face, online, or self-directed
learning to the participants who incurred authorized absences
and assess the completion of the lacking topics/sessions as a
requirement for issuance of certificate of participation

2. Participants shall:
⮚ be at the venue on Day 0 per instruction in the to confirm
their online registration
⮚ attend the Opening Program on Day 0
⮚ present written explanation signed by the SDS for failure to
attend the opening program
⮚

B. Training Proper
⮚ Daily sessions shall be from 7:30 AM to 12:00 nn; 1:00-5:00
PM.
⮚ A 30-minute preliminary activity shall start the morning
sessions with National Anthem/Nationalistic Song, Prayer,
Attendance Check, and Management of Learning (MOL).
⮚ The Program Schedule Matrix shall be religiously followed.
⮚ Maximum number of participants per class shall be fifty (50)
⮚ A 15-minute snack (am/pm) break and one hour lunch break
shall be observed. In no instance that a working break shall be
allowed to ensure the wellness of the participants.
⮚ Afternoon sessions shall start at 1:00 PM.
⮚ Medical services shall be provided throughout the duration of
the training
⮚

C. Post Training Activities

 ⮚ Participants shall answer the daily online/offline QAME,
otherwise their attention shall be called by the PMT.
⮚ Debriefing of PMT shall be conducted after the day’s sessions.
⮚ In case of critical issues and concerns identified during the
debriefing, the concerned PMT member/s shall address the
same immediately.

D. Others
⮚ Certificate of Participation shall be awarded to the participants
after each module completed; otherwise, only a Certificate of
Appearance shall be given to those who have incurred
unauthorized absences. These participants shall attend the
missed session to complete their attendance in the module.
⮚ Participants who will incur absences shall seek prior
permission from the PMT who will then determine if such
absence is authorized or not.

3. POST IMPLEMENTATION PHASE

A. Essential Processes
The post conduct of the School Heads Development Program
(SHDP) has three essential processes, namely: Workplace Application
Project, Colloquium, and Completion Rites.

Underneath the three essential processes, each has its own

distinct guidelines to be observed as follows:

A. Workplace Application Project (WAP)

1. Review and Evaluation of WAP

A. The Schools Division Offices (SDOs) shall create a WAP

Committee to review and evaluate the WAP. The Committee shall be
composed of the following:

a.1. Curriculum-related WAP ⮚

Chairperson:
Curriculum Implementation Division (CID) Chief ⮚ Co-
Chairperson:
 CID Education Program Supervisor in-charge of the
learning area ⮚ Members:
1 CID-EPS
1 Public Schools District Supervisor (PSDSs) of the
proponent
1 Learning Facilitator

a.2. Governance-related WAP ⮚

Chairperson:
School Governance and Operations Division
(SGOD) Chief
⮚ Co-Chairperson:
SGOD Education Program Supervisor ⮚
Members:
1 Public Schools District Supervisor (PSDSs) of the
proponent
1 SEPS-HRD/1 EPS II-HRD
1 SEPS Planning & Research
1 Learning Facilitator

Further, the Committee shall ensure that the WAP is compliant to

the criteria, provide technical assistance if needed, and
recommended by WAP Committee, ASDS and approved by the SDS.
(Process Flow & Terms of Reference)
B. The Committee shall:
1. Ensure that the WAP is compliant to the criteria;
2. Ensure that WAP is aligned with the DEDP or the school’s
WAP
corresponding SIP;
3. Submit WAP proposal to the SDS for approval, upon the
recommendations of ASDS;
4. Provide technical
NO assistance if needed.
Compliant to YES
C. The WAP review committee shall set a? timeline for the
the Criteria
submission, review and evaluation of the WAP. Recommend
Provision of
for Approval
TA
(WAP Committee)
Committee)
WAP Approval Process Flow
Recommend
for Approval
(ASDS)

Approval
(SDS)
 WAP Committee Terms of Reference

WAP Member Function

Learning Facilitator ● Provide assistance in checking the WAP
documents vis a vis WAP Template
● Provide technical assistance on the contents
of the WAP i.e. Project Title, Statement of
Objectives, Rationale, Milestones
PSDS ● Provide technical assistance on the contents
of the WAP i.e. Project Title, Statement of
Objectives, Rationale, Milestones
● Ensures that the WAP is in consistent with
the school’s SIP/AIP and DEDP
CID/SGOD EPS/SEPS ● Provide technical assistance on the contents
of the WAP i.e. Project Title, Statement of
Objectives, Rationale, Milestones
● Planning & Research SEPS ensures that the
WAP is in consistent with the school’s SIP/AIP
and DEDP
CID/SGOD Chief ● Provide technical assistance on the contents
of the WAP i.e. Project Title, Statement of
Objectives, Rationale, Milestones
● Affix signature once the WAP is found in
adherence to the set criteria and standards
ASDS ● Recommend the WAP for approval once
found that it is in adherence to the set criteria
and standards
SDS ● Approve the WAP once found that it is in
adherence to the set criteria and standards

2. Implementation of the WAP

 The proponent upon the approval by the SDS of his/her WAP
Proposal shall implement the project within 8-12 months. The
WAP should be integrated in the SIP/AIP of the schools for
sustainability.

D. Colloquium

The colloquium is the second essential process which aims to assess

the learning gains of the participants from the School Heads Development
Program (SHDP). This provides a venue for the participants to report the
best practices on the implementation of their WAP.

1. The Regional Office shall issue a memorandum for the

conduct of the Division-based Colloquium for School Heads
Development Program participants.

The WAP Committee (should hold a briefing to orient

everyone of the tools to be used) and shall ensure that the
following standards shall be observed:
• The proponent shall be given a 5-minute presentation of
his/her WAP and additional 5 minutes (maximum) for the
Q&A from all the evaluators.
• The WAP shall be evaluated during the colloquium based on
the attached Rubric on Evaluating the Implementation of
WAP (see Appendix A).
• The WAP committee/assesors shall be guided by the
suggested possible questions for the Q&A (Appendix G)
• The proponent shall obtain at least a grade of 85% to pass.
• The Secretariat shall consolidate and print-out the results for
signatures of the members of the committee for authenticity.
Craft Onsite Periodic Validation Tool

2. SDOs shall submit to the RO through the Human Resource

Development Division (HRDD) the approved List of SHDP
Completers five working days after the Colloquium.

E. Completion Rites

The Completion Rites is the third essential process which aims to

award the Certificate of Completion to the participants who obtained at
least 85% rating during the Colloquium based on DM 192 s. 2016 and shall
award Certificate of Recognition to the Best WAP Implementers (whoever
get the highest score).

1. The Regional Office shall issue a memorandum for the

conduct of the Completion Rites through the Human Resource
Development Division (HRDD) stipulating the following:
• List of Completers based on the Colloquium Results
• List of Guests (RO and SDO Top Officials)
• List of Learning Facilitators
• Program of Activities

2. The HRDD Chief shall be responsible in the preparation and

submission of the Activity Completion Report (ARC) (ACR).

B. QUALITY ASSURANCE

During the post conduct of the SHDP, there are two processes
embedded in the three essential processes, namely: provision of Technical
Assistance (TA) and conduct of Monitoring and Evaluation (M&E).

1. Provision of Technical Assistance (TA)

The HRDD Chief shall lead in the provision of TA to the SDOs in

coordination with the Regional Field Technical Assistance Team (RFTAT) in
the conduct of review and approval of WAP proposal and its
implementation.

The SDOs shall provide TA to the participants who are candidates for
completion through the Relationship and Discussion-Based Learning (RDL)
which comprises the 20% of the 70-20-10 model of the L&D modalities:

• Coaching is a modality that helps coachees gain clarity about

what they want to achieve and how to achieve it. It is a solution-
 focused and action oriented intervention that aims to enhance
the coachees’ performance.

• Mentoring is a modality which is a reciprocal and collaborative

learning relationship between two or more individuals who share
mutual responsibility and accountability for helping the mentee
work towards achievement of clearly defined learning goals.

• Peer-assisted Learning (PAL) is a modality which is characterized

by reciprocity of learning among individuals with equal status
(e.g., co-teachers, fellow specialists, etc.) in the agency.

• Communities of Practice (CoP) is a modality which is composed

of groups of people who share a concern or a passion for
something they do and learn how to do it better as they interact
regularly

The Regional Office HRDD shall lead in the provision of TA to the SDOs
during the Colloquium by giving inputs based on his/her observation after
everybody has presented the WAP.

2. Monitoring and Evaluation

The Monitoring and Evaluation is an embedded process in the three

essential processes of the Post Conduct ensures that the implementation
of the activities adheres to the standards set in the L&D process.

The Regional Office through the HRDD in coordination with the RO

Quality Assurance Division (QAD) shall conduct the Monitoring and
Evaluation during the three essential processes.

1. WAP
The Regional Office and/or WAP committee shall conduct onsite
monitoring of the Approved WAP using the M&E Tools as provided in
Appendix D- WAP Review M&E Tool – Criteria in Evaluating the
WAP, Appendix E – WAP Committee Readiness Checklist and onsite
validation of the WAP using Appendix F- WAP Implementation M&E
(Evaluation) Tool, and onsite periodic validation tool (Appendix G).
 The RO shall provide the links for the online evaluation tool to be
accomplished by the school heads and the SDOs and RO,
respectively.

2. Colloquium
The Regional Office shall conduct onsite monitoring during the
Colloquium using the M&E Tool as provided in Appendix D- (H)
Colloquium M&E Tool

3. Completion Rites
The Regional Office shall provide the link for the online
evaluation tool to be accomplished by all participants three
(immediately after the activity) days after the activity.

4. Evaluation

Six months after the completion rites, the Regional Office HRDD
and QAD in coordination with the SDOs (SGOD and CID) shall conduct
an evaluation in a form of triangulation process:

a. The SHDP participant shall accomplish the Self Evaluation Tool

(See Appendix E-1)- Appendix I1:WAP evaluation Tool (for
Proponent) .
b. The SDO team shall accomplish the Evaluation and Monitoring
Tool for the WAP Evaluation Tool (for RO/DO WAP
Committee) of the completer. (See Appendix E-2).
(Appendix I2)
c. The RO team shall accomplish the Evaluation and Monitoring
Tool _ WAP Evaluation Tool (for RO/DO WAP Committee)
(See Appendix E-2). (Appendix F2)

d. The HRDD shall consolidate, analyze and prepare the Program

Completion Report and shall be the basis for Policy
Recommendation.
C. Documentation

The Program Management Team led by the HRDD shall prepare the
Activity Completion Report after the conduct of the last module while the
Program Completion Report (Appendix K) shall be prepared and submitted
after the conduct of the Completion Rites.

D. Fund Allocation, Utilization, and Financial Reporting

1. Budget Allocation per Region

Funding allocations from OSEC-HRTD Funds are downloaded
to the ROs through Sub-Allotment Release Orders to defray the
board and lodging of participants, travel expenses of
management staff and facilitators, training materials, and
contingency.

2. Scope a. Travel Expenses

The travel expenses of the PMT shall be charged to the
downloaded HRTD funds while those of the participants shall be
charged to their local funds. The following documents will be
submitted to reimburse travel expenses: travel order or travel
authority, approved itinerary of travel, certificate of travel
completed, certificate of appearance, tickets, and RER. (The
base amount of Php 2,000.00 per module is allotted for the PMT
members. This amount may go higher depending on the actual
travel expenses incurred.)

b. Board and Lodging

The board and lodging of the PMT and participants shall be
charged against the downloaded funds intended for the purpose.
The members of the PMT shall be provided board and lodging
one day before the opening of each module. The board and
lodging specifications must conform to NEAP standards and must
adhere to the requirements of the course and needs of the
participants.

c. Supplies
The amount of Php 400.00 is allotted per participant for
supplies and materials to cover the two modules. The amount
shall be spent for training kit and other usual materials needed
during the conduct of the program.
 3. Contingency

For the SHDP Courses, each Region is allotted Php 30,000.00

as Contingency Fund per batch/tranche. Items to be purchased
must be necessary and indispensable in the conduct of the
training and not be included in the identified expenditure items.
Examples are medicines (commonly used drugs only), financial
assistance for emergency situation requiring hospitalization,
gasoline and toll fees (emergency pick up/ send-off of resource
persons) and other training materials, communication allowance
(WiFi and cellular phone cards). Official receipts are needed for
liquidation subject to the usual accounting and auditing rules
and regulations.

4 Financial Reporting
.
The regions shall be accountable for the disbursement and liquidation
of the funds, subject to the usual accounting and auditing rules and
regulations.

D. LIST OF APPENDICES

Appendix-A Rubrics on Evaluating WAP

Appendix-B Criteria in Evaluating the WAP
Appendix -C WAP Review M&E Tool
Appendix -D WAP Implementation M&E Tool
Appendix-E Colloquium M&E Tool
Appendix- F1 &2- Impact Evaluation Tool
Appendix -G Colloquium Questions
Appendix-H Program/Activity Completion Report
Appendix A

Concept Paper Template

Instructional Leadership Program for Division and District Supervisor Concept Paper

Name of Current
Participant Position

District

Division Region

Introduction What is your understanding of DepEd’s vision and mission?

maximum of What is the role of your school in delivering DepEd’s vision and mission?
100 words

Problem Nominate three issues and/or concerns in your school/district/division that you would like
Description to work on in this course. You will be helped in clarifying and selecting the final problem
for your Application Project. For each problem, answer the following questions.
Give quantifiable or observable indicators.

(1) What is the problem?

(2) When does the problem happen?
(3) Where does the problem happen?
(4) Who are affected by the problem?

Problem 1

Problem 2
 Problem 3

Statement What result do you want to see after solving the problem? Give quantifiable or observable
of Project indicators.
Objective
Problem 1

Problem 2

Problem 3

Benefits of (1)
solving the
problem
Problem 1

Problem 2

Problem 3

Your signature Date

over printed submitted
name

Appendix B

WAP Template

TITLE OF NEAP INSTRUCTIONAL LEADERSHIP PROGRAM FOR DISTRICT

PROOGRAM AND DIVISION SUPERVISORS
 Name of District
Supervisor
Name of Division / Region

Competency
Situationer

● Describe current
situation in the
organization where the
WAP will be
implemented, in terms
of problems, challenges
and opportunities?

● How can your WAP

address these issues?

Title

(The title should give the

reader a good idea of the nature
of the WAP)

Objective ● `

◻ Should be S.M.A.R.T.,
short, concise, free of
jargon, and easily
understood Precise,
time-based, and
measurable actions
that support the
completion of a project
period goal.
 Appendix A – Concept Paper Template
Appendix B – WAP Template
Appendix C – Rubric on Evaluating WAP
◻ The objective shouldD – Criteria in Evaluating the WAP
Appendix
cover one budget year.
Appendix E – WAP Committee Readiness Checklist
◻ Up to 2 annual
Appendix F – WAP Implementation Evaluation Tool
objectives may be
Appendix
written for each G - Onsite Periodic Validation Tool
project period goal
Appendix H - Colloquium M&E Tool
Example: By 2019, School I1 - WAP Evaluation Tool (for Proponent)
Appendix
Head…
Appendix I2 - WAP Evaluation Tool (for RO/DO WAP Committee)
Output/s
Appendix J – Colloquium Questions

(What output/s is/are expected

to be produced from the WAP)

Examples:

Appendix C

RUBRICS IN EVALUATING THE WORKPLACE APPLICATION PROJECT

Approach At Standard
CRITERIA Below
ing
Standard
Standar
 d

EFFECTIVENE 45%
25% 3
SS (45%)
5
40% 20% 40%
%
3
0
%
-does not -presents -uses relevant
present information, information
information, findings, and findings to
arguments, arguments support the
ideas, or and need /address
findings clearly, supporting the problem in
concisely and evidence in the school
logically, a way that is where
argument lacks not always accomplishmen
supporting clear, ts and targets
evidence; concise, and are evident in
evaluators logical; line the AP
cannot follow of reasoning
the line of is -
reasoning as to sometimes designs
the percentage hard to strategi
of follow of AP es/
accomplishmen activitie
ts and targets -attempts s
of AP to select /innovative
information steps effectively
-selects , develop to address the
information, ideas and situation
develops ideas use a style
-clearly and
and uses a appropriate
completely
style to the
addresses the
inappropriate to objectives,
priority need of
the objectives, task, and
the school as
tasks, and audience
shown in the
audience (may but does
results (data
be too much or not fully
based) of the
too little succeed
AP
information, or
-attempts to
the wrong
address
approach)
alternative
-does not perspective
address s, but not
alternative clear or
perspectives complete
EFFICIENCY OF 20% 3 40%
IMPLEMENTATION 15% 0 35%
%
2
5
%

(40%) 35%
-does not meet -meets -meets all
requirements most requirements
for what should requirement for what should
be included in s for what be included in
the Application should be the Application
Project included in Project
the
-has project implements
Application
content, action efficiently the
Project
steps, required proposed AP
resources, and -has project activities
risk content,
management -has a clear
action
plan, but they and interesting
steps,
are not clear project content,
required
and interesting action steps,
resources,
required
and risk
-disorganize resources, and
manageme
flow of the risk
nt plan, but
application management
they are not
project plan
clear and
-AP objectives interesting -organizes well
cannot be the flow of the
-organizes
attained project
the flow of
the project, -project has
but may clear and
spend too measurable
much or goals and has a
too little on clear metric to
a topic or measure its
idea impact and
reach to attain
-project is
the AP
unclear
objectives
and/or
metrics are
vague or
not thought
out in order
to attain
the AP
 objectives

APPLICATION
4% 7 10%
OF LEARNING
%
(10%)
-does not -has the -has the
exhibit potential to capacity to
appropriate implement implement
qualification to project but plan.
implement the is in need of Application
project and/or certain Project has
has no support qualification clear
structure in s implementation
place beyond plan that
includes staff
leadership,
qualified
advisors
and sound
financial
 him/hers Management
elf
SUSTAINABILITY 4% 7 10%
(10%) %
-project -project -project has
has no has the achieved
potential potentia gains which
to last in l to be have
the sustaine potentials to
school d in be sustained
system some of as it
its parts addresses
universal
issues and
concerns
REPLICABILITY 1% 3 5%
(5%) %
-project has -project has -project has
no potential the achieved gains
for potential to and impacts
expansion be which has
and replicated, potentials to be
replicability but are not replicated in
well other schools or
articulated institutions as it
address
universal issues
and concerns
TOTAL – 100%
Appendix D
CRITERIA FOR EVALUATING THE WORKPLACE APPLICATION PROJECT

Name of School Head: ________________________________ Date: ________________

School: ____________________________________________
Division: _________________________

CRITERI % RATING
A
EFFECTIVENESS

(Extent to which the objectives of the 45

AP have been attained expressed in %
terms of percentage of accomplishment 40
vs. targets) %
EFFICIENCY OF IMPLEMENTATION

(Expressed in terms of timeliness and 40

utilization of resources – human, money %
and materials-used to attain AP 35
objectives) %
APPLICATION OF LEARNING
10
(Extent to which the project has integrated
%
learning from SHDP)
SUSTAINABILITY 10
%

REPLICABILITY 5%
TOTAL 10
0%
 __________________________________
Evaluator

Appendix E

WAP Proposal Review M&E Tool (WAP Committee Readiness Checklist)

SDO:________________________________ Address:__________________________
Region: ________________________________________________________________
Title of Training Program:__________________________________________________

A. Please rate how you assess feel relative to the conduct of

the following processes involved in the review of the Workplace
Application Project Proposals of the School Heads. Please tick the
appropriate column for your rating using the scale below.

Rating Guide:

Numeri Interpretation Description

cal Descriptive
Ratin Rating
g
4 Very High Extent In a very significant
way
3 High Extent In a meaningful
way
2 Low Extent In a limited way
only
1 Very Low Extent Not in any
meaningful way

N To what extent do I observe the WAP Review 4 3 2 1

o Committee
on the…
1 readiness of the members
adherence to the composition/structure of the WAP
Review committee as stipulated in policy
2 completeness of the committee members
3 availability of the templates to be used in the
process
appropriateness of WAP review committee
members attire
4 manner of asking questions is inoffensive

5 appropriateness and relevance of questions asked

appropriateness of questions asked
To what extent do I observe the participants
on the…
6 preparedness in terms of needed equipment
and presentation alertness in
answering questions
7 readiness/ability to answer the questions
clarity in presenting ideas in answering questions
8 appropriateness of their attire
To what extent do I observe in the…

9 adherence to the composition/structure of the WAP

Review committee as stipulated in policy
preparedness in terms of needed
equipment and presentation
preparation of needed tools, equipment and
presentation
1 adequacy and conduciveness of the venue to the
0 number of participants
1 availability of the templates to be used in the
1 process
B. Please supply the needed information.

Percentage of actual attendance vs target:_________

Significant learnings gained during the conduct of the monitoring visit:

____________________
____________________________________________________________________________

Monitored by: Attested by:

_________________ _______________________
Regional Personnel SDS/ASDS

_________________ _______________________
Da Da
te te

Appendix F
 WAP Implementation Evaluation Tool

Name of School Head:________________________________ Sex: __Male

__
Female
SDO:_______________________________ Region: ____________________________
Title of Training
Program:__________________________________________________
Title of the Application Project:
_____________________________________________

B. Please supply the needed information.

What significant initial changes of the school happened during the

implementation of the WAP?
___________________________________________________________________________

As a monitoring official, what significant learnings you have gained during

your visit?
____________________________________________________________________________
Monitored by: Attested by:

_________________ _______________________
Division Personnel School Head

Appendix G

Onsite Periodic Validation Tool

Appendix H
Colloquium Criteria

CRITERION RATING

A. WAP CONTENT {Rating is already 70%

available during the conduct of the
activity}

B. DELIVERY 30 %
1. Clarity of Ideas
(15 %)
in answering
questions
2. Mastery of
Presentation
3. Stage (10 %)
Presence

(5 %)

TOTAL 100 %

Appendix I-1
 SELF-EVALUATION TOOL
WAP Evaluation Tool
(for Proponent)

Name of Instructional Leader:________________________ Sex: __Male

__ Female
Title of Training
Program:__________________________________________________
Date of Completion
Rites:__________________________________________________
Title of the Application Project:
_____________________________________________

A. Please rate how you feel relative to the following processes

involved in the sustainability phase of the implementation of
Application Project during the modular program you participated.
Please tick the appropriate column for your rating using the scale
below.

Rating Guide:

Numerical Interpretation Description

Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

To what extent do I believe: 1 2 3 4

K That the objectives of the Application Project were clearly
n understood by all?
o that there was evidence of enhancement of learners’ w
competencies?
l that enhancement activities for learners were focused on
e achieving identified competencies?
d that alternative strategies in the attainment of
objectives were g employed? e that available reports
contained qualitative data?
 that available reports contained quantitative data? S
that strengths of the implementers were identified? k
that accomplished activities were well-coordinated and
well i managed? l that formative records of learning
were kept e.g. journal? l that my enhanced
competencies were demonstrated in daily s work?
that schedule of activities was confirmed and agreed to by all?
Is the result of the Application Project contribute meaningfully in the achievement
of DepEds’ Vision, Mission and Core Values? Why?

____________________________________
Name and Signature Instructiona
of
Lead l
er
Date:
_________________
Appendix I-2

EVALUATION AND VALIDATION TOOL

WAP Evaluation Tool
(for RO/DO WAP Committee)

Name of Instructional Leaders: _________________________ Sex: __Male

__
Female
Title of Training
Program:__________________________________________________
Date of Completion Rites:__________________________
________________________
Title of the Application
Project:______________________________________________

A. Please rate how you feel relative to the following processes

involved in the sustainability phase of the implementation of
Application Project during the modular program you participated.
Please tick the appropriate column for your rating using the scale
below.

Rating Guide:

Numerical Interpretation Description

Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

To what extent do I believe: 1 2 3 4

K that the objectives of the Application Project were
clearly n understood by all? o that there was evidence
of enhancement of learners’ w competencies?
l that enhancement activities for learners were focused on
e achieving identified competencies?
d that alternative strategies in the attainment of
objectives g were employed? e that available reports
contained qualitative data?
 that available reports contained quantitative data?
S that strengths of the implementers were
identified? k that accomplished
activities were well-coordinated and well
i managed? l that formative records of learning
were kept e.g. journal? l that
the enhanced competencies of the School
s Head/Supervisor were demonstrated in daily work?
that schedule of activities was confirmed and agreed to by
all?
that accomplished activities were cost effective and
Is the result of the Application Project contribute meaningfully in the
achievement of DepEds’ Vision, Mission and Core Values? Why?

SDO Team/RO-HRDD Team

_ _____________________________ ______________________________
Printed Name and Signatur Printed Name and Signature
e
_ _____________________________ ______________________________
Printed Name and Signature Printed Name and
Signature

Dat __________________
e:
Appendix J
Suggested List of COLLOQUIUM QUESTIONS

PRELIMINARIES:

How do you feel now that you are through with the presentation?
It’s good that you have still that composure to continue our activity.

QUESTIONS:

1. What motivated you to craft this Application Project (AP)?

2. What are the objectives to be achieved in the delivery of this application
project?
3. How are these objectives aligned to organization’s overall mission?
4. What are the expected benefits of this project to DepEd specifically in our
Division?
5. Do we deliver the project in a manner that meet with the project
objectives? Do we deliver the project in a manner that delivers
organizational benefits?
6. What does application project success mean to you (as the school head)?
7. How are we going to evaluate/measure success?
8. What is your communication style with your team? What are/were the
communication challenges on your current project?
9. As instructional leader, how important it is to meet these AP
goals/objectives?
10. Do you have any specific expectations or concerns about the project
team or the project itself?
11. How (school, learners, partner-stakeholder) involved are you in this
project? In other words, what are the risks to you, if this project is not get
delivered successfully?
12. What is the most important idea/concept that was generated from
SHDP in this application project? Elaborate on that point.

13. How do those concepts learned in SHDP applied to this project?

14. What are the limitations and assumptions associated with this
application project? (in terms of cost, resources, time, and scope)
15. Is there any other project that is dependent on this project or vice-
versa? How are they expected to be delivered in tandem?
16. How important is this project relative to other related projects?
17. Pre-mortem analysis: how can this project fail? And how can we

1 . - what will be the impact of this risk if it occurs in re?

the futu
8adversely
Ris Howproject and
or positively will it impact our course of delivering
k

2 . Give a few examples of proactive decision making in your project. Also, in

0your life ing a school
(be leader).

CONCLUDING
QUESTIONS:
Is there anything that you would like to add on what you have
said?
M w a yo fi stateme
a e s ur n nt?
y k al

prevent it from failing?

meeting objectives?
19. How do you ensure that your project is always on track?
Appendix K
PROGRAM/ACTIVITY COMPLETION REPORT
Output/s

Attachments ⮚ QATAME Results

⮚ Attendance Sheets
⮚ Memorandum
⮚ Training Matrix
⮚ Procurement Documents
⮚ Pictorials
⮚ Other MOVs

Prepared by:

________________________

Noted
:
_____________________________
(NEAP should provide ACR Template on Documentation and Reporting DM No. 192,
s. 2016)
 Definition of Terms

(Should be alphabetically arranged)

For common understanding of the terms used in this guideline, the following are
operationally defined and explained:

1. Concept Paper (CP) – This refers to the course requirement to be submitted

before the Day 0 of Module 2. The CP should be developed from the given
priority topics/themes which shall target school-based problems. The CP is
to be subjected to validation by the PM and/or LFs before the development
of a Workplace Application Project.

2. Contract of Commitment (CoC) - This refers to the signed agreement which

stipulates among others the terms and conditions that bind the participant
and the Department of Education after the completion of the program.

3. Course - This refers to the Foundation Course and Advanced Course. Both
courses cover all the modules that are needed to be completed.

4. Letter of Intent – This refers to the notarized letter submitted by the teacher
stating among others his/her purpose of joining the program.

5. Module - This refers to the learning resource package that contain topics on
School Effectiveness and People Effectiveness.

6. Program - This refers to the School Head Development Program (SHDP)

covering the two courses - Foundation Course and Advanced Course.

7. Workplace Application Project (WAP) – This refers to final requirement which

needs to be implemented within 6-8 months after its approval by the
SDS/ASDS. The WAP is to be presented in a colloquium.
References:
1987 Philippine Constitution, Art. XIV, Sec. 5
Republic Act 9155- Governance of Basic Education Act of 2001
Republic Act 10533 – Enhanced Basic Education Act 2013
DepEd Order 2, s. 2015 – Guidelines on the Establishment and
Implementation of RPMS
DepEd Order 11, s. 2019 - Implementation of the NEAP Transformation
DepEd Order 9, s. 2005 – Instituting Measures on Engaged Time on Tasks
CSC & DBM Joint Circular No. 2. S. 2004 – Non-Monetary Remuneration for
Overtime Service Rendered

Reviewers:

• Juner Windel Valdez EPS HRRD RO 1

• Leo R. Banatao P-3 RO2
• Arnel A. Usman EPS HRRD RO3
• Jisela N. Ulpina Chief HRRD RO 4A
• Cynthia T. Martinez EPS RO5
• Nerio Benito E. Eseo PSDS Iloilo City RO6
• Regie Sama ASDS Sipalay RO6
• Rosa H. Cabotaje EPS HRDD RO7
• Marrietta R. Anhaw Chief, HRRD RO9
• Mitchel V. Rodriguez SEPS RO10
• Ma. Christina Ganas P- 3, CD RO1
• Jasmine G. Camilotes SEP O RO
0
• Teresita F. Del Valle Chief
S SGOD ROX
XI
• Marlyne M. Villareal EPS HRDD CARAG
I
• Josefino C. Pogoy Jr. EP HRD N
A
S D CR

Jennifer M. Rojo – Principal I – Region IV-A

Ma. Rubynita . Del Rosario – ITO I – MIMAROPA Region